Title: Inquiring Minds Want to Know: Hydrates Day 2
Lesson Overview
Students will perfect the procedures they wrote the previous day in class and get instructor approval on appropriateness of procedures and safety measures. Students will then carry out the procedures they wrote in their groups of 3 to determine the percentage of water in their unknown samples and determine which sample is a hydrate. The needs of all learners will be accommodated and met through the following items:
A list of the days' activities will be posted on the board prior to students arriving in class.
The list of the days' activities will be reviewed orally with the students at the start of class.
Information and instructions are presented orally and in writing.
Students are provided multiple opportunities to work in small groups.
Students will be heterogeneously paired/grouped for all group work.
Students have opportunities to move around the room during experiment.
Objectives
Students will use their individual procedures to create a single common procedure for use by the entire class.
Students will determine the percent water content by weight of Copper (II) Sulfate.
Students will need to be in front portion of classroom when not actively working on carrying out experiment. Students actively carrying out experiment will need to be wearing close-toed shoes, close-fitting clothing (no loose or dangling sleeves, etc), lab apron, and goggles at all times while conducting experiment, as well as have any long hair tied back. Student work areas need to be inspected for set-up and accessibility of all equipment used during experiment prior to beginning (i.e. students should have balances set up directly next to heating apparatus so that they are not carrying hot glass/ceramic dishes around lab away from benches).
Students will be using Copper (II) Sulfate, which is harmful if swallowed. Avoid skin and eye contact; immediately flush/wash with water upon contact for at least 15 minutes. Do not ingest, contact poison control immediately upon ingestion.
Instruction
Opening
3 Min:
Is everyone comfortable with the procedures they have written for today?
Does anyone think they have a great, fool-proof procedure?
We are going to work together to create our common procedure to be used so that we can all share our data at the end of the inquiry. That way, each of you can compare your own data to that of your peers to decide if you are confident in the accuracy of your results.
Learning Activities
10 Min:
Class discussion to create common procedure to be followed.
Discuss pros and cons of differences in equipment used.
Students copy down common procedure onto lab handout.
Review safety information above with entire class.
40 Min:
Lab groups carry out inquiry activity
10 Min:
Students clean up lab bench areas
Remind Students of waste disposal procedures
Closing
3 Min:
Has anyone calculated their percent water content for the two samples?
Remember that tomorrow we will be sharing our data with the class.
Assessment
Informal: Students answers to questions while creating group procedure
Formal: Students will be assessed on safe laboratory practices while conducting activity.
Unit: Bonding & Naming
Title: Inquiring Minds Want to Know: Hydrates Day 2
Lesson Overview
Students will perfect the procedures they wrote the previous day in class and get instructor approval on appropriateness of procedures and safety measures. Students will then carry out the procedures they wrote in their groups of 3 to determine the percentage of water in their unknown samples and determine which sample is a hydrate.The needs of all learners will be accommodated and met through the following items:
Objectives
Students will use their individual procedures to create a single common procedure for use by the entire class.Students will determine the percent water content by weight of Copper (II) Sulfate.
Materials
Inquiry Handout Pages 3 & 4Links to Resources
Copper (II) Sulfate MSDSSafety Issues
Students will need to be in front portion of classroom when not actively working on carrying out experiment. Students actively carrying out experiment will need to be wearing close-toed shoes, close-fitting clothing (no loose or dangling sleeves, etc), lab apron, and goggles at all times while conducting experiment, as well as have any long hair tied back. Student work areas need to be inspected for set-up and accessibility of all equipment used during experiment prior to beginning (i.e. students should have balances set up directly next to heating apparatus so that they are not carrying hot glass/ceramic dishes around lab away from benches).Students will be using Copper (II) Sulfate, which is harmful if swallowed. Avoid skin and eye contact; immediately flush/wash with water upon contact for at least 15 minutes. Do not ingest, contact poison control immediately upon ingestion.
Instruction
Opening
3 Min:Is everyone comfortable with the procedures they have written for today?
Does anyone think they have a great, fool-proof procedure?
We are going to work together to create our common procedure to be used so that we can all share our data at the end of the inquiry. That way, each of you can compare your own data to that of your peers to decide if you are confident in the accuracy of your results.
Learning Activities
10 Min:Class discussion to create common procedure to be followed.
Discuss pros and cons of differences in equipment used.
Students copy down common procedure onto lab handout.
Review safety information above with entire class.
40 Min:
Lab groups carry out inquiry activity
10 Min:
Students clean up lab bench areas
Remind Students of waste disposal procedures
Closing
3 Min:Has anyone calculated their percent water content for the two samples?
Remember that tomorrow we will be sharing our data with the class.
Assessment
Informal: Students answers to questions while creating group procedureFormal: Students will be assessed on safe laboratory practices while conducting activity.
Homework
Do calculations from inquiry for your own data.Additional Notes